Communication and The Art of Happiness – COM 452 – SLN 89239
Fall 2014 – Arizona St U-Tempe; Stauffer 315 – Tue/Thur 12-1:15 p.m.
Professor:
Dr. Sarah J. Tracy, Ph.D.
Email: Sarah.Tracy@asu.edu
Phone/voice mail: (480) 965-7709
Fax: (480) 965-4291
Office hours (Stauffer 424): Tues 1:30-2 p.m.; Thur 1:30-3 p.m. & by appt.
Communication Apprentice (who answers questions, gives peer feedback, and help)
Susana Valenzuela - srvalen1@mainex1.asu.edu
Office hours: Thursday 3-4 p.m.
This syllabus is a living
document and, except
for grade and absence
policies, may be subject
to change (per advance
announcement in class,
email, or Blackboard).
The CA will hold office hours at
Charlies Terrace Café (2nd fl
Architecture at Forest &
University). Come by for help,
feedback, smiles, and a happy
hour espresso drink!!
In this senior-level seminar, we will examine how communication behaviors relate to
constructing happiness and wellbeing. Topics include gratitude, forgiveness, social
support, appreciation, social networks and communicative contagion of mood—
intersecting with issues of dyadic, group and organizational communication. Auxiliary
readings come from a variety of disciplines, including psychology, management,
sociology, positive organizational scholarship, and appreciative inquiry.
Weekly course activities include reading, field exercises and journal writing. The course
culminates with an exam, happiness project presentation and research paper.
Learning Outcomes…Upon successful completion of this course:

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
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Students will develop an in-depth understanding on how subjective well-being is
created through their communication, behavior, and interaction.
Students will determine, track, and analyze their own subjective well-being over the
course of the class.
Students grasp major concepts and theories associated with happiness, including areas
of research related to kindness, optimism, savoring, flow, organizational well-being,
meditation, spirituality, affection, exercise, affection, generous communication and
listening.
Students will practice (and write regular journal entries about) activities and
interventions associated with the topics covered in class.
Students will learn and viscerally understand the concept of emotional contagion as
they share their happiness project journey with others through interviewing and
presenting.
Students will cultivate and create critical-thinking, writing, leadership, and
presentation skills.
1
Course Readings
Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life
you want. New York: Penguin.
Additional Readings – Available via Blackboard and listed below on course schedule.
Assignments and Grading (out of 500 points total)
Outstanding –
above
expectations
A+ 485 – 500 pts
A 465 – 484 pts
A- 450 – 464 pts
Good – above
average
B+ 435 – 449 pts
B 415 – 434 pts
B- 400 – 414 pts
Satisfactory –
meets min.
requirements
C+ 385 – 399 pts
C 350 – 384 pts
Unsatisfactory
Failing or
academic
dishonesty
D 300–349 pts
E below 299 pts
XE - academic
dishonesty
Participation (up to 50 pts – 10%)
Punctual attendance and focused attention for the full class period is required for
succeeding in this class. And, to earn As and Bs in participation, students should
additionally regularly provide thoughtful, appropriate verbal participation informed by
the class readings. Other things to think about include listening alertly, taking notes,
concentrating on course material rather than external distractions, and providing
enthusiastic and supportive interaction with other class members.
Assignments are explained in class, and many activities/mini-assignments are completed
during class. Being present is integral to fulfilling and getting credit for these activities.
Students can miss two classes (except for 10/14, 11/14 or 11/19) without penalty. After
that, each absence (= missing any one class for 15+ minutes) will deduct 5 points from
your final grade. Late arrivals or early departure (of less than 15 minutes) will deduct 2.5
points. Absence deductions can significantly affect your course grade. If you cannot
attend 10/17, 11/18 or 11/20 you should drop this course.
If you would like to bolster participation, you can do so by reading an auxiliary article
related to the topic and providing the class with an overview (verbally or written). Points
awarded depend on breadth of the article and quality of the overview.
Exams (2 @ up to 100 pts each [200 pts total] – 40%):
There will be two exams during the semester that are a combination of questions
including those that are closed answer (e.g., T/F, multiple choice, or matching) and open
answer/essay/application. The exams test understanding, synthesis, and application of
concepts covered in class, as well as those covered in your text and other assigned
readings. To succeed, it’s important to carefully read and understand the assigned
readings, take integrative course notes, and be able to synthesize and identify examples
for concepts covered.
2
Reflection & Activity Journal (up to 50 pts – 10%)
A primary part of this class is maintaining a Blackboard journal that responds to weekly
discussion questions and activities. Completing the assigned reading and the activity
before you write the journal entry is integral for writing a meaningful response. The
journal prompts are located in the schedule of classes, below. Students should use the
Blackboard journaling function (demonstrated and explained in the first class period).
Points awarded depend on:
a. Did it attend to logistical details?
1. Followed the FORMATTING DIRECTIONS listed below
2. Submitted on time (due before class)
3. 500 words or more in length
4. Available during class (either printed or electronically)
5. Well-written (using good grammar, punctuation, sentence structure)
b. Did it provide enough details and evidence to show that the activity was
accomplished completely and in full?
[have integrity about this; if it wasn’t completely accomplished, just say so,
and note ways to accomplish it in future]
c. Did it adequately attend to all parts of the journal question prompt?
d. Did it incorporate related concepts from the course readings?
[this will be more applicable to some entries than others; however a main part
of being able to journal thoughtfully about these activities is incorporating the
research that supports them]
Please follow these FORMATTING DIRECTIONS for submission:
1. Draft response in a separate word-processing program (e.g. Microsoft Word) and
save a copy for yourself as back-up.
2. Include the word count of your response at the end (e.g., word count: 583).
Journal entries are to be about 500 or more words each.
3. Use black print, single-spaced, and a standard readable font.
4. Copy and paste response into Blackboard. Do not attach as a separate document.
5. Title your journal entry for the class session in which they are due: E.g. “Class 2 –
Reflection on Survey Results”
Note: Student journals are not visible to other students in the class. The student assistant
regularly provides peer feedback and comments. The professor evaluates the journal’s
grade and may provide additional feedback. If you desire specific feedback about a
particular journal response, you are invited to make this request.
3
Term Long “Happiness Project” [basis for presentation and paper below]
Over the term, you will engage in your own “Happiness Project” by adopting goals and
resolutions related to two or more topics. You will make these activities part of your
regular practice during the term, and share a plan for how you will continue, modify, or
increase specific happiness practices into the future.
By week five, choose at least two areas to focus upon for improving happiness. Across
the term, engage in activities to cultivate these areas in your own daily life. Keep a record
of these activities (trust me, you’ll need this record to succeed in your final paper).
a.
b.
c.
d.
e.
f.
g.
Gratitude
Optimism
Avoiding social comparison
Acts of kindness
Nurturing relationships
Giving affection
Coping strategies that curb
negativity
h. Tracking mood contagion (e.g.,
thru monitoring complaints)
i. Therapeutic Writing
j. Forgiveness
k. Cultivating generosity in
conversation
l. Finding Flow
m. Savoring
n. Committing to goals
o. Practicing spirituality
p. Caring for body / exercise
q. Focusing on strengths
Furthermore, locate 3-4 artifacts of happiness—associated with your key areas of focus.
Happiness artifacts are “things” that are positively or negatively related to, instruct about,
or show the value of your key happiness areas. These could include material objects, selfhelp books/websites, advertisements, magazine articles, television programs, recordings,
photos, or other popular sources that implicitly or explicitly provides advice on how to
live a happier life.
Happiness Presentation & Visual Representation (up to 25 pts – 5%)
You will do a 5-minute verbal presentation and visual representation of your happiness
artifacts and your own happiness project. Presentations are scheduled for Week 15.
Presentations should: 1) describe the specific activities you’ve undertaken in two-three
different areas over the term; 2) explain how your experience relates to the happiness
research; and 3) create and describe an action plan for how you plan to continue, modify
or increase specific happiness activities into the future. Presentations will be graded on
their creativity, organization, articulateness (remember to practice!), and their explicit
connection of happiness activities to course readings and supplemental articles.
Journal entries and all the activities you engage with to support your happiness project
presentation serve as integral data from which to base your final research paper.
4
Happiness Project Goals, Interviewing Proposal & Paper (Up to 175 pts – 30%):
The culmination of this course will be your writing, a ~12 page research paper applying
class discussions, expertise on interviewing, data from four (4) interviews, research from
at least three (3) supplemental scholarly research articles (from Blackboard or library), as
well as at least three (3) “pop-culture” sources (e.g., Wikipedia, self-help/popular books,
websites, advertising campaigns, etc.) and all the work from your happiness activities
over the term.
You are also welcome to work with another student on this paper, in which case the paper
should be ~15 pages and requires six (6) interviews, research from at least five (5)
supplemental research articles and at least three (3) “pop-culture” sources. Co-authors
will receive the same grade, so you are advised to choose a partner with care.
You will be asked to turn in (and post on blackboard) a goal worksheet for this project
during Week 5 (10 pts). This worksheet will be handed out in class on Week 4.
Furthermore, you will create proposal for this project during Week 12—worth 15
points—that includes:
1) A one paragraph description of your personal “happiness project” activities;
2) A description and rationale of your target interviewees;
3) A list of proposed interview questions (informed by the reading on interviewing).
Carefully review the feedback (from peers and your instructor). Keep the goal sheet and
proposal and include them with the final paper you turn in (hard copy or scanned with
comments and feedback from peers and instructor)
For the final paper—worth 150 pts—conduct an interview study with four or more people
(six or more for duos) in which you ask them questions about the areas of happiness you
focused on for your happiness project—and analyze how their experience differs from
your own and how this all relates to the empirical research. In the paper:
1) Summarize the research that grounds the study (~2 pages / ~3 pages for duos)
2) Describe your personal happiness project semester activities (~2 pages / ~3 pages for duos)
3) Provide a description of the interview questions and a summary of the answers (~2 pages / ~3
pages for duos)
4) In the heart of the paper, explain several primary lessons learned from comparing and
contrasting these three points of information (the empirical research, your own experience,
the interview responses). In this section, draw information directly from these three sources to
support your lessons learned. (~3 pages / ~4.5 pages for duos)
5) Based upon all this, what advice and suggestions would you provide to people about your
focus areas and happiness in general? (~1 page / ~1.5 pages for duos)
6) Provide an appendix that documents and/or otherwise “evidences” your semester long
activities.
Strong papers clearly relate experiences and the interviews to empirical research
associated with communication and happiness. Furthermore, they are well-organized,
beautifully written, engaging, provide strong support for claims made and uphold all
aspects of academic integrity. References should be in APA format, Times New Roman
12-pt font, and double-spaced with 1-inch margins. You will be asked to turn in a copy of
this paper both in hard-copy printed form as well as through “safe assignment” on
Blackboard—instructions given in class. Remember to attach your goal sheet and paper
proposal(s) (with all its feedback) to the papers you turn in.
5
Extra Credit / Bonus Point Opportunities
This course provides two opportunities to earn extra credit / bonus points.
1. Complete 11, rather than 10, of the journaling activities (provides up to 5 bonus
points)
2. Read an auxiliary article related to course topic and provide the class with an
overview (verbally or written). Points awarded depend on article and quality of
overview.
At times, other opportunities may arise. If this is the case, I’ll let you know!
Course Policies
Use of Personal Electronic Devices in Class
The latest research suggests that focus, comprehension, recall of ideas, and information processing
increase when students hand-write their class notes and read from physical paper. During class,
please take notes by hand, and make handwritten notes on printed readings. For information:
http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html,
http://www.newyorker.com/online/blogs/elements/2014/06/the-case-for-banning-laptops-in-theclassroom.html, and http://www.scientificamerican.com/article/reading-paper-screens/.
Many of us are irresistibly drawn to our electronic devices. In the classroom, put them away and
turn off any buzzer, beeper or vibrator. If, for some reason, you are involved in an emergency
situation in which you must access a hand-held device, let me know before class.
If there is an activity in which use of the internet will enhance our collective work, I’ll alert the
class. Otherwise, in choosing to take COM 452, you agree to go screen and keyboard free.
Unique Academic Needs:
Students with unique academic needs who desire special accommodations should contact me in
the first couple sessions to discuss options and document their needs with ASU’s disability
resource center (http://www.asu.edu/studentaffairs/ed/drc/lab/).
Blackboard and Technology Help: The following provides a helpful resource:
http://asu.force.com/kb/articles/Informational/Blackboard-Help-for-Students/
6
Norms of Civility:
Please arrive on time and stay for the entire class period, keep an alert and enthusiastic presence,
pay attention to course material rather than other distractions (e.g., electronic devices), listen
supportively and attentively, speak one at a time, avoid eating odiferous or noisy food, and help
others stay focused. When we speak about sensitive, personal or painful issues, please provide a
safe and supportive classroom environment by respecting each others’ confidences. Violations of
any of these requests will result in a 2.5 point grade deduction.
Please make yourself familiar with ASU’s policy on “Handling Disruptive, Threatening, or
Violent Individuals on Campus” at http://www.asu.edu/aad/manuals/ssm/ssm104-02.html, which
explains how interfering with the peaceful conduct of university-related activities or remaining on
campus grounds after a request to leave may be considered a crime.
Academic Integrity:
Students are expected to understand and abide with ASU’s policies for academic integrity,
available here: https://provost.asu.edu/index.php?q=academicintegrity. Assignments with
integrity are written at the collegiate level, with clear and appropriate organization, full sentence
structure, grammar and spelling. When referring to material from the text, class notes, or any
other source (including Internet webpages), using quotation marks and appropriate citation is
ethically and stylistically required.
Students are warned against cheating or plagiarizing on any assignment or exam, large or small.
Plagiarizing includes copying from other students, past coursework, the Internet, the text, or other
published sources without proper citation. It also includes excessive “help” or “editing” on
assignments from others (if in doubt, ask me). Students found to be in violation of academic integrity
guidelines will face disciplinary action which may include being suspended or expelled from the
College or University, given an XE on the transcript, referred to Student Judicial Affairs and/or
having his/her name kept on file. Student assignments are routinely checked against plagiarismdetection websites and files of past student papers, so do your own work and cite all sources.
Course content, including lectures, are copyrighted material and students may not sell notes taken
during the conduct of the course (see ASU’s, “Commercial Note Taking Services” policy at:
http://www.asu.edu/aad/manuals/acd/acd304-06.html).
Absences, Due Dates, Late or Incomplete Work:
Assignments will be marked down up to 10% each day and will not be accepted more than two weeks
past their due date (and none will be accepted after December 9 th). In-class work (e.g., exams,
presentations and class activities) will receive credit only on the day they are due.
Incompletes are discouraged and only available if you: 1) experience serious documented illness
or emergency; 2) finish more than half the coursework, 3) negotiate the incomplete before 12/4.
If you miss class or a due date because of an unavoidable emergency and wish to be excused,
notify Dr. Tracy within 24 hours, following up with documentation / explanation. Students who
must miss a class due to a university-excused absence (e.g., participation in an ASU athletic event
or practice of a religious holiday) should alert Dr. Tracy in the first two weeks of class. Please see
the following websites for ASU’s policies on these types of absences:
http://www.asu.edu/aad/manuals/acd/acd304-04.html;
http://www.asu.edu/aad/manuals/acd/acd304-02.html.
7
Course Schedule—Subject to Change via an announcement
Date, Class,
& Topic
Week 1
Readings / Assignments / Journaling / Activities
L=Lyubomirsky
Buy book, read the book forward, navigate and figure out journaling function on
blackboard, and think about what happiness means to you.
8/21 (Th)
Introduction
to Course
Mood tracker assignment (to work on over next couple weeks and bring Tuesday week
four): Track your mood 3x a day. Graph the results and observe your patterns and
experiences while tracking the results. You can choose your own mood tracker (on-line
or on a smart-phone—e.g., “moody me”) or do free-hand. For example, rate on a scale of
1 to 10, 1 being severely sad and 10 being amazingly happy in the morning (M),
afternoon (A) and night (N). Here is an example of one day:
M
A
N Avg Notes
Sleep is very important to
8/5/2012
4
7
7 6.00 my happiness.
Week 2
To read before Tuesday’s class: L Chapter #1
8/26 (T)
8/28 (Th)
Before Thursday’s class, write a ~500 word entry motivated by the following:
 To you, what does it mean to be happy and how important is it to be happy?
 What makes you feel good? What activities do you find fun, satisfying, or
energizing?
 What makes you feel bad? What are sources of anger, irritation, boredom,
frustration, or anxiety in your life?
 In what areas of your life do you find progress, learning, challenge, improvement,
and increased mastery?
 What areas of your life don't feel right? Why?
Is Happiness
a Legitimate
Science?
Soon after class: Complete subjective happiness scale (p. 33), Oxford Happiness
Questionnaire (pp. 84-86) and the authentic happiness inventory questionnaire:
https://www.authentichappiness.sas.upenn.edu/testcenter (you must log in to do the
surveys). Calculate your scores [~ 30 minutes]. Continue mood-tracker activity.
Week 3
To read before Tuesday’s class: L Chapter #2
9/2 (T)
9/4 (Th)
Is it Possible
to Become
Happier?
How Happy
Are You and
Why?
Before Thursday’s class, write a ~500 word entry motivated by the following:
 What did you learn from completing the subjective happiness scale (p. 33), Oxford
Happiness Questionnaire (pp. 84-86) and authentic happiness inventory
questionnaire https://www.authentichappiness.sas.upenn.edu/testcenter?
 Were you surprised by your scores—why or why not?
 In your opinion, what is the value (or lack of value) of these various scales and
knowing your score? Is one more valuable than the other? Why?
 How do you think your score might change in the (near or long-term) future?
Soon after class: Complete Person-Activity fit diagnostic (p. 74) [~30 minutes] and
continue mood tracker activity
8
To read before Tuesday’s class: L Chapter #3
Week 4
9/9 (T)
9/11 (Th)
How to Find
Happiness
Activities
That Fit Your
Interests,
Values &
Needs
Before Thursday’s class, write a ~250 word entry motivated by the following:
 What did you learn from your person-activity fit diagnostic scores (p. 74)?
 Which activity comes naturally to you (like a “signature strength”)?
 Which activity is an area of low strength? How might you develop it?
 What do you plan for your personal “happiness project?” [description in syllabus’s
course assignments section]
AND
Mood tracker graph (bring to class) and a ~250 word response motivated by:
How did you go about tracking your mood?
What worked well? How could it have been even more useful?
What did you learn through the process? What is still unclear to you?
Soon after class: Begin gratitude list and letter (see below)
Week 5
9/23 (T)
9/25 (Th)
Gratitude,
Positive
Thinking and
Emotional
Contagion
To read before Tuesday’s class:
L Chapter #4
Kowalski, R. M. (1996). Complaints and complaining: functions, antecedents, and
consequences. Psychological Bulletin, 119, 179-196
Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current
Directions in Psychological Science, 2, 96-100.
Before Thursday’s class, write a journal entry that consists of the following:
Gratitude List – Over the course of four days, write 5 things a day that you’re grateful or
thankful for – the more specific the better (e.g., “Susie lets me use her hair products” is
better than “A good hair day”).
AND
Gratitude Letter (see pp. 98-101)
What did you learn or experience from engaging in these gratitude activities?
Turn in goal worksheet for happiness project (10 pts)
Soon after class: Participate in at least one pleasurable/fun activity, one
philanthropic/helpful activity and one affectionate activity. Observe their effect on your
happiness and how they compare to one another.
Week 6
9/30 (T)
To read before Tuesday’s class:
L Chapter #5
Floyd, K. (2002). Human affection exchange: V. Attributes of the highly affectionate.
Communication Quarterly, 50, 135-154.
10/2 (Th)
Kindness &
Social
Connections
Before Thursday’s class, write a ~500 word entry motivated by the following:
 Describe your 1) pleasurable/fun activity; 2) your philanthropic/helpful activity; and
3) your affectionate activity.
 How did these activities affect your happiness, if at all? Explain.
 Was one more powerful than another? Which one? How so?
Soon after class: Reflect on injuries or transgressions that have happened to you in the
last few years where you’ve had trouble forgiving.
9
Week 7
10/7 (T)
To read before Tuesday’s class:
L Chapter #6
Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process.
Psychological Science, 8, 162-166.
Waldron, V. R., & Kelley, D. L. (2005). Forgiving communication as a response to
relational transgressions. Journal of Social and Personal Relationships, 22,
723-742.
10/9 (Th)
Managing
Stress &
Coping and
Learning to
Forgive
Before Thursday’s class, write a ~500 word entry motivated by the following:
 Describe two different transgressions that have happened to you in the last few years
where you’ve had trouble forgiving.
 Choose one, and craft a letter to the person who caused the injury (you need not send
this letter).
 In this letter, explain why you were upset, and then practice forgiving them. Discuss
how forgiving them will allow you to let go of the anger and move on (remember
that forgiveness does not require reconciliation; further, this is “practicing” and
“trying on” forgiveness…it’s your choice whether to ever send the letter).
Soon after class: Prepare for Exam #1
Week 8
Tuesday 10/14 – No class. Enjoy Fall Break!
10/14 (T)
No class
[Fall break]
Thursday 10/16 - Exam #1
10/16 (Th)
Soon after class: Observe your reflections on the two different transgressions (from
Week 7) and how you now feel differently about them. AND
List 6 different goals that have multiple qualities associated w/ the p. 216 left column; at
least 3 of them should be associated with your semester happiness.
To read before Tuesday’s class: L Chapters #7 & #8
Week 9
10/21 (T)
10/23 (Th)
Living in the
Present &
Committing
to Goals
Explanation
of Reflected
Best Self
Exercise
Before Thursday’s class, write a ~250 word entry motivated by the following:
 Reflect upon the two different transgressions you described in last entry.
 In what ways, if at all, do you feel differently about these two situations? How did
practicing forgiveness with one of them make a difference, if at all?
 How does this diverge with or support research on therapeutic writing?
 In what ways could forgiveness make a difference in your life and relationships?
AND
List 6 different goals that have multiple qualities associated w/ the p. 216 left column; at
least 3 of them should be associated with your semester happiness.
Soon after class: Practice finding flow and micro-flow through savoring and being
present in conversation. This means authentic listening, immersing ones’ self into the
details of communication moments (e.g., subtle pitch and tone qualities of voice,
qualities of facial cues, subtle body movements, present artifacts, scents, fine details of
clothing, lighting, temperature, memorable expressions, etc.) and seeking to appreciate
their qualities, as if these things were part of a gourmet meal.
Also soon after class: Send email for the Reflected Best Self Exercise to 20 potential
respondents.
10
Date, Class,
& Topic
Readings / Assignments / Journaling / Activities
Week 10
To read before Tuesday’s class:
L Chapter #9
L=Lyubomirsky
10/28 (T)
10/30 (Th)
Taking Care
of Your Body
and Soul:
Spirituality,
Meditation,
Physiology,
Faking it to
Make it
Before Thursday’s class, write a ~500 word entry:
 Describing one or more of the savored communication episodes (see description
above) and its effects on…
 1) you as the listener, 2) the emerging conversation, 3) the other person, 4) the
relationship.
 The description should help the reader also savor the experience.
 In what ways, if at all, is savoring similar to or different from your regular way of
being in conversation, and how could savoring conversations impact your
relationships and joy in life?
Soon after class: Practice one or more activities related to this session’s readings (e.g., a
religious service, meditation session, exercise) and reflect on its effects.
Also: Issue follow-ups or additional invitations until you have secured at least 10-15
responses for Reflected Best Self Exercise
Week 11
11/4 (T)
11/6 (Th)
Compassion
and
Happiness at
Work
Week 12
11/11 (T)
no class
Veteran’s
Day
11/13 (Th)
To read before Tuesday’s class:
Way, D., & Tracy, S. J. (2012). Conceptualizing compassion as recognizing, relating and
(re)acting: An ethnographic study of compassionate communication at hospice.
Communication Monographs, 79, 292-315.
Lutgen-Sandvik, P., Riforgiate, S., & Fletcher, C. (2011). Work as a source of positive
emotional experiences and the discourses informing positive assessment, Western
Journal of Communication, 75: 2-27.
Before Thursday’s class, write a ~500 word entry motivated by the following:
 Describe one or more activities related to last session’s readings (e.g., a religious
service, meditation session, exercise) and reflect on its effects.
 How did it make you feel during the activity?
 Immediately after? Several hours later? A day later?
 Do you plan to repeat the activity? Why or why not?
Soon after class:
Prepare research paper proposal.
To read before Thursday’s class:
Interview Planning and Design (esp. p. 25-end) – Chapter on Blackboard
& Conducting Interviews – Chapters on Blackboard (esp. p. 1-19)
Before Thursday’s class, finalize and turn in research paper proposal (15 pts). Bring hard
copy to class, and post the other for peer review to discussion board.
Soon after class:
Take the VIA survey of character strengths on authentic happiness website
https://www.authentichappiness.sas.upenn.edu/testcenter (half hour)
Collect & reflect upon data from 10+ respondents on reflected best self exercise
Study for Exam #2
11
Week 13
Tuesday, 11/18 – RBS Reflection and Research Proposal Collaborative Help Day
SJT at NCA
Bring to Tuesday’s Class:
Score on the VIA signature strengths inventory & all the data received from 10+
respondents on reflected best self (RBS)
Your research proposal and any questions for you to discuss with peers and CA
11/18 (T)
11/20 (Th)
Thursday 11/20 -- Exam #2
Soon after class: Write your RBS journal entry (due TUESDAY)
Conduct interviews and analysis for final paper
Week 14
To read before Tuesday’s class:
L Chapter 10 – The 5 Hows of Happiness, Afterword and Postscript
11/25 (T)
11/27 (Th)
No class
Thanksgiving
Interviews
and Research
Proposal
Q&A on final research project / presentation and peer dialogue on research paper
proposals
Before Tuesday’s class, write a ~500 word entry motivated by the following:
 Who responded to you regarding your RBS exercise? Why do you think they
responded?
 What did you learn about yourself through the responses and your analysis of them?
 What did you learn about yourself through the VIA signature strengths inventory?
 Which of the two exercises seemed most valid and/or valuable to you, and why?
Soon after class: Prepare Happiness Project Presentation and continue paper interviews
and analysis
Week 15
Also, retake subjective happiness scale (p. 33), Oxford Happiness Questionnaire (pp. 8486) and & the authentic happiness inventory questionnaire
(https://www.authentichappiness.sas.upenn.edu/testcenter) and calculate your scores.
Tuesday and Thursday - Final Project Happiness Presentations (see description in
syllabus)
12/2 (T)
12/4 (Th)
Final Project
Happiness
Presentations
Final Period
12/9 (Tues)
12:10-2 p.m.
Before Tuesday’s class, write a ~500 word entry motivated by the following:
 What did you learn from retaking the subjective happiness scale (p. 33), Oxford
Happiness Questionnaire (pp. 84-86) and & the authentic happiness inventory
questionnaire (https://www.authentichappiness.sas.upenn.edu/testcenter)?
 How did your score change (if at all) from when you took it 3 months ago?
 Why do you think it changed or didn’t change?
 What did you learn from your semester activities that may enhance your life after
this class?
Soon after class: finish and turn in final project paper
Sustaining Happiness for the Long Term and Celebrating Good Work!
Final Course Papers Due (two versions): 1) hard copy version printed out with proposal
attached and 2) electronic version uploaded to Blackboard’s “safe assignment” – include
goal sheet and proposal (hard copy or scanned with comments and feedback from peers
and instructor)
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Supplemental Readings (Even more resources available on Blackboard website)
Topic
Happiness a
science?
Gratitude &
Positive
Thinking
Kindness &
Social
Connections
Caring for your
body & soul
Happiness at
Work
Supplemental Resources
Norrish, J. M., & Vella-Brodrick, D. A. (2008). Is the Study of Happiness a Worthy
Scientific Pursuit? Social Indicators Research, 87, 393-407.
Emmons, R. A., McCullough, M. E. (2003). Counting blessings versus burdens: An
experimental investigation of gratitude and subjective well-being in daily life.
Journal of Personality and Social Psychology, 84, 377–389.
MacLeod, A. IK., & Moore, R. (2000). Positive thinking revisited: Positive cognitions,
well-being, and mental health. Clinical Psychology and Psychotherapy, 7, 110.
Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K., & Fredrickson, B. (2006). Happy
people become happier through kindness: A counting kindnesses intervention.
7(3), 361-375.
Thoits, P. A. (1995). Stress, coping, and social support processes: Where are we? What
next? Journal of health & social behavior, 35, 53-79.
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of facebook 'friends:'
Social capital and college students' use of online social network sites. Journal
of computer-mediated communication, 12, 1143–1168.
Helliwell, J. F. Putnam, R. D. (2004). The social context of well-being. Philosophical
transactions of the Royal Society of London, 359, 1435-1446.
Bartlett, S. J., Piedmont, R., Bilderback, A., Matsumoto, A. K. Bathon, J. M. (2003).
Spirituality, well-being, and quality of life in people with rheumatoid arthritis.
Arthritis and rheumatism, 49, 778-783.
Andréasson, P., & Dimberg, U. (2008). Emotional empathy and facial feedback.
Nonverbal Behavior, 32, 215-224.
Gavin, J. H., & Mason, R. O. (2004). The virtuous organization: The value of
happiness in the workplace. Organizational Dynamics, 33, 379-392.
Barge, J. K. & Oliver, C. (2003). Working with appreciation in managerial practice.
Academy of Management Review, 28, 124-142.Heaphy, E. D., & Dutton, J. E.
(2008). Positive social interactions and the human body at work: Linking
organizations and physiology. Academy of Management Review, 33, 137-162.
Heaphy, E. D., & Dutton, J. E. (2008). Positive social interactions and the human body
at work: Linking organizations and physiology. Academy of Management
Review, 33, 137-162.
Ledford, G. E., Jr. (1999). Comment: Happiness and productivity revisited. Journal of
organizational behavior, 20, 25-30.
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